This work offers an overview of theory and research relevant to the discussion of second-language science writing, then presents data from the authors’ research and makes recommendations for
helping teach second-language students skills for writing scientific articles. Early chapters address the reality and reasons for the dominance of the English-language research article in the
scientific world, outline the characteristics of the genre of the scientific research article, and overview second-language writing and research issues in socio-economic and geographic context.
The middle section of the book presents qualitative and quantitative results of the authors’ research, and the third section outlines a framework for teaching scientific writing to
second-language scientists, comprised of four elements: classroom teaching, modified writing center collaborations, expert and peer collaborations, and translation and editing services. Hanauer
teaches English and applied linguistics at Indiana University of Pennsylvania. Englander teaches at York University, Canada, and Universidad Autónoma de Baja California, Mexico. Annotation
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